ERIC ED449741: Construyendo Puentes (Building Bridges): Concepts and Models for Service-Learning in Spanish. AAHE's Series on Service-Learning in the Disciplines.

221 Pages·1999·2.5 MB·English

by  ERIC

DOCUMENT RESUME
HE 033 741
ED 449 741
Hellebrandt, Josef, Ed.; Varona, Lucia T., Ed.
AUTHOR
Construyendo Puentes (Building Bridges): Concepts and Models
TITLE
for Service-Learning in Spanish. AAHE's Series on
Service-Learning in the Disciplines.
American Association for Higher Education, Washington, DC.
INSTITUTION
ISBN-1-56377-022-9
ISBN
1999-00-00
PUB DATE
220p.; For other documents in this series, see HE 033
NOTE
726-743. Initial funding for this series was supplied by
Campus Compact.
American Association for Higher Education, One Dupont
AVAILABLE FROM
Circle, Suite 360, Washington, DC 20036-1110 ($28.50). Tel:
202-293-6440; Fax: [phone]; E-mail: [email protected]; Web
site:<www.aahe.org>.
General (020)
Collected Works
PUB TYPE
Books (010)
MF01/PC09 Plus Postage.
EDRS PRICE
Altruism; Bilingualism; College Freshmen; College Students;
DESCRIPTORS
Community Services; Cultural Awareness; Elementary Secondary
Education; Foreign Countries; Higher Education; Intellectual
Disciplines; *Language Acquisition; Language Skills;
Language Teachers; Literacy; Migrant Youth; School Community
Programs; *Second Language Learning; *Service Learning;
*Spanish; Student Participation; Student Volunteers;
Translation; Videotape Recordings
Community Empowerment; Ecuador; Freshman Seminars
IDENTIFIERS
ABSTRACT
This volume is ttt_of_a_serlesof-1-8mono-gfaphs on service
-earningandthe academic disciplines. It is designed to help teachers,
administrators, and students realize the potential of service learning in
Spanish. Following a Foreword by Carmen Chaves Tesser and an Introduction by
Josef Hellebrandt and Lucia T. Varona, the four essays in Part 1, focus on
"Service-Learning as Theory," and include: "Service-Learning and Spanish: A
Missing Link" (Aileen Hale); "Critical Pedagogy and Service-Learning in
Spanish: Crossing Borders in the Freshman Seminar" (Jonathan F. Arries);
"Service-Learning and Language-Acquisition Theory and Practice" (Jeanne
Mullaney); and "From Instrumental to Interactive to Critical Knowledge
through Service-Learning in Spanish" (Lucia T. Varona). Chapters in Part 2,
"Service-Learning from the Classroom," include: "Service-Learning with
Bilingual Communities and the Struggle for Change: A Critical Approach" (Mark
Baldwin, Rosario Diaz-Greenberg, and Joseph Keating); "Altruism and Community
Service in Hispanic Literature: Readings and Praxis" (Estelle Irizarry);
"Learning the Basics of Spanish Translation: Articulating a Balance between
Theory and Practice through Community Service" (Carmen Lizardi-Rivera);
"Raising Cultural Awareness through Service-Learning in Spanish Culture and
Conversation: Tutoring in the Migrant Education Program in Salem" (Patricia
Varas); and "Community-Based Language Learning: Integrating Language and
(J. Patrick Boyle and Denise M. Overfield). Chapters in Part 3,
Service"
"Service-Learning in Local and International Communities," include:
"Community Video: Empowerment through University and Community Interaction"
(Teresa Darias, Arturo Gomez, Josef Hellebrandt, Amy Loomis, Marta Orendain,
and Silvia Quezada); "Expanding Our Vision of Literacy: Learning To Read the
Reproductions supplied by EDRS are the best that can be made
from the original document.
World of Others" (Nancy Jean Smith); and "The Chongon-Colonche Hills in
Western Ecuador: Preservation through Community Empowerment" (Clarice R.
(All essays include
Strang). Appended is a 27-item annotated bibliography.
references.)
(SM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
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AAHE'S SERIES ON SERVICE-LEARNING IN THE DISCIPLINES
Construyenc19-Puentes
(Buil/dint Bridges)
Concepts and Models
for Service-Learning
in Spanish
Josef Hellebrandt and Lucia T. Varona, volume editors
Edwart Zlotkovvski,_series_editor
A PUBLICATION OF THE
AMERICAN ASSOCIATION
FOR HIGHER EDUCATION
3
Construyendo Puentes (Building Bridges): Concepts and Models for Service-Learning in Spanish
(AAHE's Series on Service-Learning in the Disciplines)
Josef Hellebrandt and Lucia T. Varona, volume editors
Edward Zlotkowski, series editor
0 1999 American Association for Higher Education. All rights reserved. Printed in the United States
of America.
Opinions expressed in this publication are the contributors' and do not necessarily represent those
of the American Association for Higher Education or its members.
About This Publication
This volume is one of eighteen in AAHE's Series on Service-Learning in the Disciplines. Additional
copies of this publication, or others in the series from other disciplines, can be ordered using the
form provided on the last page or by contacting:
AMERICAN ASSOCIATION FOR HIGHER EDUCATION
One Dupont Circle, Suite 360
Washington, DC 20036-1110
ph 202/293-6440, fax [phone]
ISBN 1-56377-022-9
www.aahe.org
ISBN (18-vol. set) 1-56377-005-9
,
Contents
About This Series
Edward Zlotkowski
Foreword
ix
Carmen Chaves Tesser
Introduction
Josef Hellebrandt and Lucia T. Varona
1
Section I
Service-Learning as Theory
Service-Learning and Spanish: A Missing Link
9
Aileen Hale
Critical Pedagogy and Service-Learning in Spanish:
Crossing Borders in the Freshman Seminar
33
Jonathan F. Aries
Service-Learning and Language-Acquisition Theory and Practice
49
Jeanne Mullaney
From Instrumental to Interactive to Critical Knowledge
Through Service-Learning in Spanish
61
Lucia T. Varona
Section_ll
Service-Learning From the Classroom
Service-Learning With Bilingual Communities and
the Struggle for Change: A Critical Approach
77
Mark Baldwin, Rosario Diaz-Greenberg, and Joseph Keating
Altruism and Community Service in Hispanic Literature:
Readings and Praxis
95
Estelle Irizarry
Learning the Basics of Spanish Translation: Articulating a Balance
Between Theory and Practice Through Community Service
107
Carmen Lizardi-Rivera
Raising Cultural Awareness Through Service-Learning
in Spanish Culture and Conversation:
Tutoring in the Migrant Education Program in Salem
123
Patricia Varas
Community-Based Language Learning: Integrating Language and Service
137
J. Patrick Boyle and Denise M. Overfield
Section III
Service-Learning in Local and International Communities
Community Video: Empowerment Through University
and Community Interaction
Teresa Darias, Arturo Giimez, Josef Hellebrandt,
Amy Loomis, Marta Orendain, and Silvia Quezada
149
Expanding Our Vision of Literacy: Learning to Read the World of Others
Nancy Jean Smith
171
The Chongon-Colonche Hills in Western Ecuador:
Preservation Through Community Empowerment
Clarice R. Strang
197
Appendix
Annotated Bibliography
Aileen Hale
207
Contributors to This Volume
213
About This Series
by Edward Zlotkowski
The following volume, Construyendo Fuentes (Building Bridges): Concepts and
Models for Service-Learning in Spanish, represents the 13th in a series of mono-
graphs on service-learning and academic disciplinary areas. Ever since the
early 1990s, educators interested in reconnecting higher education not only
with neighboring communities but also with the American tradition of
education for service have recognized the critical importance of winning
faculty support for this work. Faculty, however, tend to- define themselves
and their responsibilities largely in terms of the academic disciplines/
disciplinary areas in which they have been trained. Hence, the logic of the
present series.
The idea for this series first surfaced late in 1994 at a meeting convened
by Campus Compact to explore the feasibility of developing a national net-
work of service-learning educators. At that meeting, it quickly became clear
that some of those assembled saw the primary value of such a network in
its ability to provide concrete resources to faculty working in or wishing to
explore service-learning. Out of that meeting there developed, under the
auspices of Campus Compact, a new national group of educators called the
Invisible College, and it was within the Invisible College that the monograph
project was first conceived. Indeed, a review of both the editors and contrib-
utors responsible for many of the volumes in this series would reveal signifi-
cant representation by faculty associated with the Invisible College
If Campus Compact helped supply the initial financial backing and
impulse for the Invisible College and for this series, it was the American
Association for Higher Education (AAHE) that made completion of the proj-
ect feasible. Thanks to its reputation for innovative work, AAHE was not only
able to obtain the funding needed to support the project up through actual
publication, it was also able to assist in attracting many of the teacher-
scholars who participated as writers and editors.
Three individuals in particular deserve to be singled out for their contri-
butions. Sandra Enos, former Campus Compact project director for Integrat-
ing Service With Academic Study, was shepherd to the Invisible College proj-
ect. John Wallace, professor of philosophy at the University of Minnesota,
was the driving force behind the creation of the Invisible College. Without
his vision and faith in the possibility of such an undertaking, assembling the
human resources needed for this series would have been very difficult.
Third, AAHE's endorsement
and all that followed in its wake
was due
largely to then AAHE vice president Lou Albert. Lou's enthusiasm for the
7
ZLOTKOWSKI
V
monograph project and his determination to see it adequately supported
have been critical to its success. It is to Sandra, John, and Lou that the mono-
graph series as a whole must be dedicated.
Another individual to whom the series owes a special note of thanks is
Teresa E. Antonucci, who, as program manager for AAHE's Service-Learning
Project, has helped facilitate much of the communication that has allowed
the project to move forward.
The Rationale Behind the Series
A few words should be said at this point about the makeup of both the gen-
eral series and the individual volumes. Although Spanish may seem a nat-
ural choice of disciplines with which to link service-learning, given the size
and growing importance of the Spanish-speaking community in the United
States, "natural fit" has not, in fact, been a determinant factor in deciding
which disciplines/interdisciplinary areas the series should include. Far more
important have been considerations related to the overall range of disci-
plines represented. Since experience has shown that there is probably no
where service-learning
from architecture to zoology
disciplinary area
cannot be fruitfully employed to strengthen students' abilities to become
active learners as well as responsible citizens, a primary goal in putting the
series together has been to demonstrate this fact. Thus, some rather natur-
disciplines such as anthropology, geography, and
al choices for inclusion
have been passed over in favor of other, sometimes less
religious studies
obvious selections from the business disciplines and natural sciences as well
as several important interdisciplinary areas. Should the present series of vol-
umes prove useful and well received, we can then consider filling in the
many gaps we have left this first time around.
If a concern for variety has helped shape the series as a whole, a con-
cern for legitimacy has been central to the design of the individual volumes.
To this end, each volume has been both written by and aimed primarily at
academics working in a particular disciplinary/interdisciplinary area. Many
individual volumes have, in fact, been produced with the encouragement
and active support of relevant discipline-specific national societies. With
regard to the present volume, the American Association of Teachers of Span-
ish and Portuguese has given its enthusiastic endorsement.
Furthermore, each volume has been designed to include its own appro-
priate theoretical, pedagogical, and bibliographical material. Especially with
regard to theoretical and bibliographical material, this design has resulted in
considerable variation both in quantity and in level of discourse. Thus, for
example, a volume such as Accounting contains more introductory and less
simply because there is
bibliographical material than does Composition
VI
SPANISH
8
less written on and less familiarity with service-learning in accounting.
However, no volume is meant to provide an extended introduction to
service-learning as a generic concept. For material of this nature, the reader is
referred to such texts as Kendall's Combining Service and Learning: A Resource
Book for Community and Public Service (NSIEE 1990) and Jacoby's Service -Learn-
ing in Higher Education (Jossey-Bass 1996).
I would like to conclude with a note of special thanks to editors Josef
Hellebrandt and Lucia T. Varona. Their openness to suggestions and their
commitment to strengthening the volume in every way possible have made
working with them a pleasure. I would also like to acknowledge the gener-
ous assistance of Roxana Pages-Rangel, of Bentley College, and Virginia Gon-
zalez, of Northampton Community College, for their feedback on the manu-
script.
May 1999
9
VII
ZLOTKOWSKI